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Year 2 Term 1 Bright Bears

Enchanted World – Lesson 4 - The Gruffalo’s Child

Learning Outcome:Create speech bubbles for the characters in the story (Begin to break the flow of speech into words)Match words from the text to pictures (Extend their vocabulary exploring the meaning and sounds of new words)Introduction to Topic:Introduce the idea behind the story of the Gruffalo’s child. Have the children read it before? Review what happened in the Gruffalo. What did the children like about the story. Introduce the main characters.Main Activity: Match the words and the picturesPrint out Student Resource 1 and Student Resource 2. One set for each child (cut out prior to class.) For emergent readers they will match the characters pictures and words (Student Resource 1.) More confident readers will match the descriptions of the bad mouse (Student Resource 2.)Working in small groups, encourage children to use their sounds to attempt to read the words and match them to the corresponding pictures. When the children have matched the words and pictures have them stick them together on paper to take home. Have them review words with a friend.Supplementary Activities:

Discuss with the children some of the things the characters in the story might say. The Gruffalo’s child might say “I want to explore in the woods.” The mouse might say “I am a mean and scary mouse!” Have the children each choose a speech bubble and write or draw something the character might be thinking. Student Resource 3.

Have the children cut out the characters from the story. On A3 paper have the children draw the setting of the story (the woods.) Stick the characters on the drawing and retell a part of the story. Student Resource 4.

There is no getting away from it – the Gruffalo’s Child is naughty and doesn’t do what she is told! She is very lucky – wandering about at night by herself, she does get into dangerous situations. Make a list of all the dangers the Gruffalo’s child faces (falling through ice, getting caught in a snow storm, falling down a hill etc.) Think about school or home rules. What ones do the class not like? (Possibly no playing on the grass, no playing on the road etc.) Why are these rules necessary? Now ask the children to design a poster using the phrase “No Gruffalo Child should ever set foot in the deep dark wood because…” and illustrating it with one of the

© 2012 ESF Educational Services Limited Kindergarten English Language Curriculum Bright Bears Programme 2 of 17


dangers the Gruffalo child faced - Student Resource 5 Have the children draw their version of the big bad mouse – Student

Resource 6.Stand Alone skills - see resource book for extra ideasSome children may need practice at writing their name correctly. Have them work individually with an adult modeling letter formation.Other children can continue to work on their cutting skills by cutting out the Gruffalo to take home – Student Resource 7. (You may wish to enlarge it to A3 size.)Learn Profile focus: KnowledgeableReview with the children what it means to be knowledgeable.I am knowledgeable when I explore new things and remember what I have

learnt.Ask the children what their parents are knowledgeable about. Are their parents good at working, drawing, playing an instrument. Write a list together.Key Vocabulary: Gruffalo, fox, woods, owl, mouse, snake, Gruffalo’s child, terrible whiskers are tougher than wire, terribly strong, scaly tale is terribly long, eyes are like pools of terrible fireDifferentiation: Main activity: More fluent readers can match the mouse pictures and sentences – Student Resource 2Cutting: More accomplished cutters can cut out all the characters from the story – Student Resource 4

Activities to be included:Story – 1)The Gruffalo’s Child by Julia Donaldson

Reflection: Shared WritingAs a group choose a speech bubble for shared writing (Student Resource 3.) Discuss what the character might say. Create a simple sentence together. (The Gruffalo’s child might say “I want to explore in the woods.” The mouse might say “I am a mean and scary mouse!”) Have the children count the number of words that need to be written. The teacher will write while the children watch. Key points – Draw attention to the use of a capital letter and full stop, sound out each word for the children to hear, put a finger between each word to show how we use finger spaces.

Resources: Match the words and the pictures – Student Resource 1 Match the words and pictures about the big bad mouse – Student



Resource 2 Character speech bubbles – Student Resource 3 Character cut outs – Student Resource 4 Drawing and writing template for the dangers for the Gruffalo’s Child –

Student Resource 5 Can you draw the big brown mouse? – Student Resource 6 Gruffalo picture for cutting out – Student Resource 7

Lesson Log:Today we read the Gruffalo’s Child by Julia Donaldson. I had to use my sounds to read words from the story and match them with pictures. I continued to work on my cutting skills today by cutting out characters from the story. Can I practice my cutting skills at home? If you ask me about the story I can tell you what happened.



Student Resource 1


Student Resource 2


Student Resource 3


Student Resource 4

“No Gruffalo’s Child should ever set foot in the deep dark wood because…”


Student Resource 5


Student Resource 6


Student Resource 7

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